Students will post quotes from the book on the class Wallwisher board to begin tracking character development of the protagonist. (Character development/comprehension/analysis)
This activity is designed for students to become more aware of character development by mining the book for evidence, that evidence being quotes by the main character. It necessitates comprehension of the plot and main character in order to pull out effective evidence, but also requires the ability to analyze the literature and to apply it to what they know about the character. To a lesser extent this activity also demands the ability to evaluate the best quotes to support their understanding of character development.
Activity
Students will post selected quotes to the online collaborative “sticky-note” board Wallwisher (http://www.wallwisher.com). These quotes from the book will track Adam's character development. These may be his thoughts or actions. Meanwhile, the teacher will guide thinking by posting to the wall as appropriate. The link for the Summer Reading Seminar Wallwisher board can be found here. This is what the board looks like, but users will need to go to the link in order to post.
Assessment process
Students will continue to delve into the text to substantiate their understanding of the protagonist’s character development. By selecting appropriate quotes, passages or actions from the book students will not only post their own ideas, but also be able to see the ideas of others. By sharing these understandings, students will have the opportunity to develop and share new understandings. As appropriate, the teacher will guide this process by posting questions or gently challenging the sticky-notes on the class board. By its nature, this is an organic process that lends itself to formative assessment.
Tool’s Strengths and Weaknesses: Wallwisher
Strengths
Weaknesses
No install, online application
Board can get crowded
Multi-platform
Information must be brief
Easy to use
Posters are identifiable
Posts may be pre-approved
Plagiarism and diversity of learning styles
Students must be able to identify and share quotes, actions and passages from the book. No online source exists for them to extract the pertinent information from this assignment. Further, the teacher will have access to their profile in order to approve posts, and by now in the summer seminar, will have a sense of the particular student’s writing. This particular assignment supports not only a textual/verbal learning style, but could also become a vehicle for visual learners to express their understanding.
Module 3 Objective 3
Students will post quotes from the book on the class Wallwisher board to begin tracking character development of the protagonist. (Character development/comprehension/analysis)
Bloom’s Taxonomy: Comprehension/Analysis/Application/Evaluation
This activity is designed for students to become more aware of character development by mining the book for evidence, that evidence being quotes by the main character. It necessitates comprehension of the plot and main character in order to pull out effective evidence, but also requires the ability to analyze the literature and to apply it to what they know about the character. To a lesser extent this activity also demands the ability to evaluate the best quotes to support their understanding of character development.Activity
Students will post selected quotes to the online collaborative “sticky-note” board Wallwisher (http://www.wallwisher.com). These quotes from the book will track Adam's character development. These may be his thoughts or actions. Meanwhile, the teacher will guide thinking by posting to the wall as appropriate. The link for the Summer Reading Seminar Wallwisher board can be found here. This is what the board looks like, but users will need to go to the link in order to post.
Assessment process
Students will continue to delve into the text to substantiate their understanding of the protagonist’s character development. By selecting appropriate quotes, passages or actions from the book students will not only post their own ideas, but also be able to see the ideas of others. By sharing these understandings, students will have the opportunity to develop and share new understandings. As appropriate, the teacher will guide this process by posting questions or gently challenging the sticky-notes on the class board. By its nature, this is an organic process that lends itself to formative assessment.Tool’s Strengths and Weaknesses: Wallwisher
Students must be able to identify and share quotes, actions and passages from the book. No online source exists for them to extract the pertinent information from this assignment. Further, the teacher will have access to their profile in order to approve posts, and by now in the summer seminar, will have a sense of the particular student’s writing. This particular assignment supports not only a textual/verbal learning style, but could also become a vehicle for visual learners to express their understanding.